Part 1 - Logistics

Unit Title: Instructional Designer(s):

Fantasy/Short Stories Kaylee Johnson, Sonja Swanson, Kaely McMurtry, Minette Tomas, Madisyn
Mackenzie

Problem/Issue/Theme: Driving Question/ Inquiry Question:

Elements of Short Stories How have our favorite fairy tale stories developed over time and how can
they influence us in our own writing?

Curriculum Areas/Topics: Grade: 6

English

Rationale: Duration:
Students will explore different versions of fairy tales, and identify 3-4 weeks
elements within short stories . They will compare and contrast the
original stories to the well known modern day stories. Following this the
students will create a sequel to one of the short stories. Working on their
writing skills, students will explore their own creativity in story writing.

Part 2 – Desired Results

Learning Outcomes: (Literacy, Numeracy, subject areas) Cross-curricular competencies:

2.1 identify, and explain in own words, the interrelationship of the main This could be connected with mythology in social studies unit for grade 6.
ideas and supporting details

2.2 experience oral, print and other media texts from a variety of
cultural traditions and genres, such as autobiographies, travelogues,
comics, short films, myths, legends and dramatic performances
2.2 discuss common topics or themes in a variety of oral, print and other
media texts

2.2 discuss the author’ s, illustrator’ s, storyteller’s or filmmaker’s

intention or purpose

2.3 discuss the connections among plot, setting and characters in oral,
print and other media text

2.3 alter words, forms and sentence patterns to create new versions of
texts for a variety of purposes; explain how imagery and figurative
language, such as personification and alliteration, clarify and enhance
meaning

2.3 experiment with sentence patterns, imagery and exaggeration to

create mood and mental images

4.3 demonstrate control of voice of voice, pacing, gestures and facial

expressions; arrange props and presentation space to enhance
communication

Knowledge: Skills:
What knowledge will students acquire as a result of this unit? What should students be able to do? What behaviors will they exhibit?
Think: Nouns! Ex: Vocabulary, definitions, facts, formulas, critical details, Think: Verbs! Ex: Thinking skills (compare, infer, analyze, interpret),
important events or people, sequence and timelines, etc

Students will know… Students will be able to…

● The students will learn techniques on how to write more ● The students will know how to read short stories and find the theme
effectively by learning more about descriptive writing and of the stories.
sentence openers. ● Create a short story while incorporating descriptive writing and
● Students will know the elements of a story. sentence openers.
 ● The students will know some of the critical details in story ● Students will be able to identify main ideas and supporting details
writing. when reading stories.
● Interpret stories in own words and by comparing and contrasting
between different versions of stories
● Students will be able to present their sequels to their intended
audience.

Part 3 – Assessment Evidence

Performance Task /Culminating Activity

What authentic, relevant task will allow students to show what they've learned during the unit? In the space below, include all elements of GRASPS,
including success criteria (based on learner outcomes). At the bottom of this section, describe the scenario or situation (in paragraph form) that will
require students to apply their knowledge and skills to demonstrate their learning in a real-life situation. Attach your performance task rubric to your unit
plan.

G - Goal : To create a sequel to a fairytale story that they have been working on the past few weeks. When finished their stories they will present to
the class a small summary of their story, after whoever was interested in the various stories could read them on their own time.

R – Role :
What role (perspective) will students be taking?
Walt Disney is looking to create a sequel for the best selling book blank ______ fans are hounding him for the sequel and you must deliver. You will be
competing against multiple authors from around the globe. In order to keep up with fans obsession with the books you must create a sequel and
present a summary teaser.

A – Audience:
Who is the relevant audience?
The class will be the audience and they will take on the role of judges. At the end of all the presentations the class will vote, deciding which sequel will be
made into a Disney movie.

S – Situation:​ You are entering a Walt Disney competition where they are looking for a sequel that is to be made into a Disney movie.. You are trying to
create a sequel in the form of a short story to a classic fairy tale of your own choice.

P – Product, Performance: ​The students will be creating a sequel to a fairytale book that they have been studying the past few weeks. Once they have
written their story the student will summarize and present to the class about their story.
Performance Task Sheet

S – Success criteria :
What do they to include/do/show?
The short story sequel should have a beginning, middle and an end.
The sequel should have clear connections to the original story.
You are required to create a 2-3 minute short summary in any form to sell your sequel.

GRASPS performance task:

Choice: (graphic novel, sequel to a short story, write story from a different point of view)
Students will write a sequel to a fairytale story that they have chosen to study the past few weeks.

Other Evidence:
How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment ideas. These may include work
samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes.

Formative Assessment:​ ​Exit Card​, ​Short story theme worksheet​ , ​Graphic Organizer​, Book tasting-​Worksheet​, ​Descriptive Writing Handout
Summative Assessment:​ Students will be marked on their summary of presentations to the class (via ​rubric​) and they will also be marked on their writing
of their sequel stories. ​ ​Performance task Rubric

Part 4 – Learning Plan

What teaching and learning experiences will you use to achieve the learning outcomes in Part 2 and prepare them for the assessment tasks in Part 3?
What will the sequence of instruction be for this unit? In the space below, indicate how you will grab student attention through an introductory activity
(anticipatory set for the unit).

Introductory Activity/Entry Event:

Book Tasting for the following fairy tales that students can pick from to read for the next few weeks, including a dark version and the version that
most know already. The stories that we will be allowing the students to choose from will be: The Little Mermaid, Hansel and Gretel, Robin Hood,
Sleeping Beauty, Alice in Wonderland, and Peter Pan. In groups students will go around to different stations to read snippets of the stories.

Lesson Learning Outcome Learning Activities A​ssessment Resources / Materials

# (​C​urriculum) (​I​nstruction) (FOR/OF/AS) (equipment, textbooks,
(Include instructional strategy + what students will be doing) technology,
multimedia, etc.)

1. 2.2 experience oral, print and Book tasting - pick books Worksheet ● Powerpoint
Sonja other media texts from a variety Worksheet​ to help choose a book will be ● Short stories
of cultural traditions and genres, Lesson plan 1 formatively ● Worksheet
such as autobiographies, Powerpoint assessed ● Chromebooks
travelogues, comics, short films, or cds so the
myths, legends and dramatic story can be
performances read to
students if
needed.
● Ipad for ELL
students who
may need to
look up words
● Word
processor with
spell check
2. ​2.1 identify, and explain in own Mini lesson on Main idea and supporting details. Graphic ● Powerpoint
Sonja words, the interrelationship of Read Original version of short story organizer ● Short Stories
the main ideas and supporting Fill out ​Graphic Organizer would be ● Video
details Lesson Plan 2 used as a ● Graphic
Powerpoint formative organizer
assessment to ● Ipad
check for ● Chromebooks
understanding ● Books on tape
of the
outcome.

​ .
3 Worksheet Powerpoint
Kaely 2.3 discuss the connections Read “nice” versions of short stories formative ● Short story
among plot, setting and Powerpoint assessment ● Video
characters in oral, print and Connections check for ● Ipads
other media text understanding ● Laptops
of the ● Books on tape
outcome

4. 2.3 discuss the connections Powerpoint

Kaely among plot, setting and Venn Diagram (comparing original and new version of the story) Venn Diagram ● Short story
characters in oral, print and Finish reading short story (light version) formative ● Video
other media text Venn Diagram assessment as ● Ipads
both a in class ● Laptops
Powerpoint and an exit ● Books on tape
card ● Venn Diagram

5. 2.2 discuss common topics or Theme Day 1 An exit card ● Creating

Madi themes in a variety of oral, print - Students will be introduced to theme this day and will will be used to theme chart
and other media texts have the opportunity to discuss the themes of different formatively ● Laptops or
texts assess some sort of
 2.2 discuss the author’ s, students electronic
illustrator’ s, storyteller’s or understanding device. Ipad
filmmaker’s intention or of theme for ELL
purpose learners
● Smartboard,
videos, exit
card

6. 2.2 discuss common topics or Theme Day 2 The teacher ● Laptops or

Madi themes in a variety of oral, print - Students will take the knowledge the learned from day will take in some sort of
and other media texts 5 and apply their new understanding of theme to the the creating electronic
short stories they are analyzing in the unit theme device. Ipad
2.2 discuss the author’ s, worksheet as for ELL
illustrator’ s, storyteller’s or a formative learners
filmmaker’s intention or
assessment. ● Creating
purpose
theme
worksheet

7. 2.3 discuss the connections Elements of a Short Story Lesson Formative Student device
Minett among plot, setting and - Introduce Performance Task (graphic (chromebook/iPad),
e characters in oral, print and - Going over what a good story contains - rising/falling organizers graphic organizers,
other media text action/conflict etc.) and writer’s handouts, apps, books
notebook Graphic Organizer
written T-Chart
entries) Exit Slip
Powerpoint
8. 2.3 experiment with sentence Sentence Openers Lesson Formative Student device
Minett patterns, imagery and - Teach 6 types of sentence openers (writer’s (chromebook/iPad),
e exaggeration to create mood and - Students practice writing using sentence openers notebook graphic organizers,
mental images written handouts, apps, books
entries) Exit Slip
Sentence Openers
Notes/Word Bank
Powerpoint

9.Kayle 2.3 experiment with sentence Descriptive Writing​ Lesson Plan Formative Powerpoint
e patterns, imagery and - Students will learn about descriptive words and how Computers
exaggeration to create mood and they can use them in their stories. Handout
mental images - They will be able to brainstorm a list of words they can Peer Review Sheet
use. Video
- On the second day of descriptive writing students could
peer review each other’s stories in their story teams.

10. 4.3 demonstrate control of voice
Kaylee of voice, pacing, gestures and
facial expressions; arrange props
and presentation space to
enhance communication
Showcase of Learning / presenting sequels​ Lesson Plan Summative Powerpoint
- To start off the day I will go over what a good Rubric
presentation looks like and what a good audience does
while peers are presenting.
- Students will present their summaries to the class as I
mark them on the rubric provided.

Appendix

What resources could you potentially use to enhance the unit and broaden the student experience and understanding about your
topic? Consider audio, visual, technology, literature and community. Use APA formatting for your resources.
Audio

Visual Freedom music video

Theme introduction
Descriptive Words Video
7 Year old lyrics video

Technology Dark Stories​ ​video​ ​ ​Power of Words

Literature http://www.fairytalescollection.com/HansChristianAndersen/TheLittleMermaid.aspx​ -Little Mermaid

http://www.loving2learn.com/SuperSubjects/ReadingandLanguage/FavoriteStories2/3rdGradeFavorit
eStories/PeterPan.aspx
- Peter Pan
The Illustrated Treasury of Children’s literature: Edited and with an introduction by Margaret E.
Martignoni
- Sleeping Beauty- M.C Carey pg. 248
- Hansel and Gretel - Brothers Grim- pg 178
- Peter Pan- J.M pg. 221
- Alice in Wonderland- Lewis Carroll- pg 295
- Robin Hood - Howard Pyle pg 463
Usborne Greek Myths for young children: By Heather Amery

Community

Other resources Performance Task​ , ​Performance task Rubric​ ​Descriptive Writing Handout​ ​Presentation Rubric ​Peer
Review Sheet
 References

(n.d.). Retrieved April 04, 2018, from http://www.loving2learn.com/SuperSubjects/ReadingandLanguage

/FavoriteStories2/3rdGradeFavoriteStories/PeterPan.aspx

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watch?v=J161D6GuJ8c

A. (2018, February). Five Elements of a Story Rap. Retrieved April 4, 2018, from​ ​https://www.youtube.com/watch?v=dlJcT1X1HPg

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P. (2010, February 23). The Power of Words. Retrieved April 04, 2018, from

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https://www.youtube.com/watch?v=Hzgzim5m7oU&feature=youtu.be

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https://www.youtube.com/watch?v=hQ1OwYu4GsY