Fairy+Tales

====** Big Idea ** : Imaginative and Literary- Children will have opportunities to use their intuition and imagination to explore alternative worlds and possibilities; different types of classical and contemporary genres including fantasy, science fiction, and humour; and particular authors. ==== Imagination, fantasy, science fiction, humour, fairytale, royalty, heroes, evil, villains, magic, story elements (beginning, middle, end, setting, characters, problem, solution), Once Upon a time. . ., king, queen, prince, princess, non-fiction, fiction, tradition, history, pretend, morals, true (values), make-believe, fables, folktales Why do we tell stories? What do stories do for us? What is a true story? What is a make-believe story? What was the problem in the story, and how was the problem solved? What type of characters are in the stories? Who are the clever characters in folktales? If you were a character in these folktales, what would you have done? If you could create a perfect world, what would it look like? (These are for Term 2) ||  || All Resources can be used for all outcomes. || (View and comprehend the explicit messages, feelings, and features in a variety of visual and multi-media texts (including pictures, photos, simple graphs, diagrams pictographs, icons, and illustrations) ||  || **Dec.-Mar.**  I can tell what the message is.  I can choose my favourite part of the __.__ __ I can tell what good viewers do. __ __ I can tell the meaning. __ __ I can tell the difference between videos, posters, pictures. __ || **Activities:** __ Do a picture walk. Read the book. Discuss and tell what you see. __ __ Watch the video. Discuss and tell what you see. __ __ Tell your favourite part of the story/video and why you like it. __ __ Think about what you learned from the book/video. __ __ Compare and contrast the differences between the video and the book. __ __ Think Aloud __ __ Picture Walk __ __ Directed-Viewing Activity __ || **//Books/Videos/Stories on Tape/CD://** Jack and the Beanstalk (on Tumblebooks) Beauty and the Beast The Three Little Pigs The True Story of the Three Little Pigs Cinderella Rumplestiltskin Three Billy Goats Gruff The Gingerbread Man Lon Po Po The Stinky Cheese Man Henny Penny The Ugly Duckling Rapunzel Snow White Sleeping Beauty The Frog Prince Little Red Riding Hood Hansel and Gretel Fractured Fairytales **//Websites://** [|Reading A-Z] [|Writing A-Z] [|Enchanted Learning] [|ABC Teach] [|Edhelper] [|Video Clips] [|Video Clips/Activities] [|Videos] || Listen to and comprehend a variety of texts (including a book read aloud, a person speaking, and directions) to retell the sequence and key points (who, what, when, where, why, and how) ||  || **Dec-Mar.** I can tell what happened with detail in the. I can follow 4-6 directions with help. I can be respectful when I listen and tell what good listeners do. I can think and tell how makes sense to me. I can listen for _ __in the story.__ __ I can hear the difference between a question and a sentence. __ __ I can hear words I am learning about. __ __ I can hear a rhyme in a text. __ __ I can hear the first and last sounds in a word. __ || **Activities:** __ Do fairytale KWL chart at the beginning of the unit. __ __ Listen to the story. Do a cloze activity and sequence the events in order. __ __ Make connections (text to text, text to self, text to the world) __ __ Decorate gingerbread men with set of 4-6 directions. (red nose, blue eyes, 3 buttons yellow green yellow, etc.) __ __ Listening Stick - Students will go around a circle and tell their favourite part of the story, sequence retell, etc.. The only one who can talk is the one holding the listening stick. __ __ Exits Slips based on elements of fairy tales. __ __ Discuss the different elements (characters, setting, problem and solution). Read a fairytale and complete a story map. __ __ Discuss common elements of fairytales. Complete a checklist on different elements that different fairytales have. __ __ Read different sentences from a variety of fairy tales then have students identify whether they are statements or questions. Discuss what makes a question and what makes a statement. Students will identify a pattern in voice. __ __ Brainstorm Chart – What are the words that we used for a villain? __ __ What are the words we used for imagination?, etc. __ __ Read fairytales with patterns and stop to have students identify rhyming words. __ __ Use words from fairytales and have students come up with words that rhyme. __ __ Do a making words lesson using rhyming words, vocabulary words, story elements, etc. __ __ Listening Centers with fairytales and activities to go along with them. __ __ Listening Guides __ __ //I Hear:// Students can be seated on the floor. Teacher says “I am thinking of a word from the story that starts with. . .” Students would guess what it is, whoever guesses correctly goes next. __ __ Students listen to a story and then have to draw pictures of what they heard (sequence retell, draw the setting, draw the main character) __ __ Tune in, Questions, Listen, Review __ __ Listen Think Pair Share __ __ Listen, Draw, Pair, Share __ __ DLTA-Directed Listening –Thinking Activity __ __ Listening Guides __ __ LAPS __ ||^  || Read and comprehend grade appropriate texts (including narratives, informational texts, scripts, and poems) by relating the sequence (beginning, middle, and end) the key points (who, what, when, where, why) and the problems and solutions ||  || **Dec.–Mar..** I can tell the details of a story. I can try some reading strategies. I can tell what good readers do (with some help). I can read _to find out__.__ __ I can read a sentence. __ __ I can read 60 or more words. __ __ I can say all of the alphabet letter names. __ __ I can say all of the alphabet letter sounds. __ __ I can read __ __sounds.__ __ I can read at a good pace most of the time. __ || **Activities:** __ Read a fairytale. Retell the keypoints orally or in print. __ __ Discuss reading strategies. Read and use them. __ __ Oral retells, draw and explain activity about a book they have read. __ __ Book reports __ __ Restate reading strategies as they use them. When stuck on a word be able to indentify and use an appropriate reading strategy to figure it out. __ __ Give students a question that they need to read a fairytale and answer. __ __ Literature Circles __ __ Tell me all the character you know that start with A, B,. . . __ __ Modelled Reading __ __ • Shared Reading __ __ • Guided Reading __ __ • Paired Reading __ __ • KWL, K-W-L Plus ( __ __ • Preview/Connect/Predict __ __ • List/Group/Categorize __ __ • B-D-A (Before, During, and After) Strategy __ __ • Directed Reading-Thinking Activity (DRTA) __ __ • Reciprocal Reading __ __ • ReQuest __ __ • QtA (Question the Author) __ __ • QARs (Question Answer Relationships) __ __ • Mapping It Out __ __ • Justifying My Opinions __ __ • Open-mind Portraits __ __ • Coding the Text __ __ • Think Alouds __ __ • Reading Guides __ __ • Discussion Circles __ __ • Grand Conversations __ __ • Literature Circles __ __ • Reader’s Workshop __ || **//Reading Strategies://** Posters/Bookmarks Visual Cues || Represent key ideas and events, in a logical sequence and with detail, in different ways (including dramatization, pictures, sounds, physical movement, charts, models, and drawings) ||   || **Dec.-Mar..**  I can show my ideas with more detail.  I can follow steps to show what I know to others. I can show in different ways what I know to others. || **Activities:** __ Read or listen to a fairytale and draw a picture or scene to go with it. __ __ Make up your own fairy tale in a group and present to the class. __ __ Create a drama or act out a fairytale. __ __ Create cartoons of a fairytale __ __ Sequencing/Sentence cards – put details of story in order __ __ Draw __ __ Model __ __ Act __ __ Talk __ ||  || Speak clearly and audibly about ideas, experiences, preferences, questions, and conclusions in a logical sequence, using expression and dramatization when appropriate ||  || **Dec.-Mar..** I can speak clearly about something. I can re-tell a story. I can ask good questions. I can share my ideas in a group. I can stay on topic most of the time. I can speak at a good pace. (pg.219) I can use proper words in sentences. I can tell things in order. I can tell about _ with describing words. I can speak clearly a good tone. || **__Activities:__** Literature Circles Oral Retells Drama Book Reports Show pictures from fairytales without words and have students tell what is happening. Create a powerpoint of pictures then tell the story to go along with them. Tell the story from the perspective of another character. Rhyming Activities **__Strategies:__** Talking Circles Group Talk Alone Talk Partner Talk Small Group Talk Tell About ||  || Write and share stories and short informational texts about familiar events and experiences in a minimum of five sentences ||  || **Dec.-Mar.** I can print 3 sentences. I can copy a sentence. I can add from ___.__ __ I can check my writing with the others. __ __ I can tell what good writers do. __ __ I can write a sentence with 3-4 words for others. __ __ I can choose a word to help my writing. __ __ I can sound out and write words with BME. __ __ I can spell some sight words. __ __ I can use spaces between words. __ __ I can print letters correctly when I write. __ __ I can use lower case letters correctly when I write. __ || **Activities:** __ Rewrite 3 sentences from a fairytale that are incorrect in the correct format. __ __ Write a 3-sentence fairytale. __ __ As a group, create a fairytale and have students copy the fairytale. __ __ Writers Workshop __ __ Make a big book __ __ Write in a pattern form. __ __ Tell the story from the perspective of another character. __ __ Change the setting of the story. __ __ Change one of the events in the story and tell how it changes the whole story. __ __ Mix up the characters from two fairytales __ __ Put yourself or someone you know into a fairytale! How would it change the story? __ __ Write a sequel to a fairy tale? __ __ Change the genre of a fairytale. (song, letter, interview, diary entry, etc.) __ __ KWL’s __
 * ELA: Planning Chart (Grade One) __Template for Dec.-Mar.__ **
 * Unit: Fairytales **
 * Approx. Time: 10 Days **
 * Key Vocabulary: **
 * Questions for Deeper Understanding: **
 * Day || Outcomes || Topic || Evidence of Learning || Activities and Strategies || Resources ||
 * || These are the outcomes for the end of grade one from the ELA curriculum guide for Grade One. ||  || Refer to the attached Page for more specific information on the I can statements.
 * 1-10 || **CR1.2**
 * Strategies:**
 * 1-10 || **CR1.3**
 * Strategies:**
 * 1-10 || **CR1.4**
 * Strategies:**
 * 1-10 || **CC1.2**
 * Strategies:**
 * 1-10 || **CC1.3**
 * 1-10 || **CC1.4**

Modelled Writing Shared Writing Guided Writing Pattern Writing Writing Frames ||  || Identify, with teacher guidance, what good viewers, listeners, readers, representers, speakers, and writers do ||  || **Dec.-Mar.** I can talk about what I can do. I can tell what I need to know. ||  ||   || Set and monitor, in consultation with the teacher, goals for more effective viewing, listening, reading, representing, speaking and writing experiences ||   || **Dec.-Mar.** I can make a goal. I can tell if I reached my goal. ||  ||   ||
 * Strategies:****__**
 * 1-10 || **AR1.1**
 * 1-10 || **AR1.2**